Mohammed Moubarak Mohammed Moubarak

TP3 Mohammed Moubarak
Elementary level

Description

In this lesson students will learn how to deduce the meaning of words from context and they will practise listening for specific information. They will elicit the meaning of some words through some pictures on the power point show. Then ss will read the text and speak about Louise. They will listen to an interview and get specific information. Finally ss will practise speaking about stressed people

Materials

Abc handout - sheets - power point presentation - blu tack - white board

Main Aims

  • • To practse reading for specific information and deducing meaning from context in the context of describing stress levels.

Subsidiary Aims

  • • To practise listening for specific information

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Focus ss' attention on the PowerPoint pictures and try to elicit as much information from them as possible. For example: Is he free or busy? Does he have a lot of work?

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Focus ss' attention on the PowerPoint pictures and try to elicit as much information from them as possible. Elicit, concept check, drill and write (if necessary) the following vocabulary: a guide / babysitter then / a story always / pick up after cycle canteen contract Most of this vocabulary will be in the form of pictures or presented through miming.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will ask the students to read the text for two minutes and then I will ask them to check in pairs what information they know about Louis. After that I will check by asking them what they know about Louisa . Examples: "Is she quite or very stressed? where does she work? How does she go to work?

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Then I will move to the next exercise (e) I will focus on the photo of Simon and ask the ss where is he? on a train. What does he do ? He works for a computer company. Where does he live? In Brighton I will draw the ss attention that Brighton is far away from London. Where does he work? In London Oh no! it's about 88 km from Brighton. Then I will focus on the drawings and ask the ss to listen to five sentences that Simon says and match them with the drawings by writing numbers 1-5 ICQs ) I will ask the ss " Will you read ? / Will you listen and match? Next, I will play the CD . The ss will check the answers from the answer key hided behind the white board. Ex (f) I will hand the ss a sheet and they have listen and write just the missing word. ICQs Are you going to match? / Are you going to write full sentence? / Are you going to write just the missing word/words in each sentence? Then, I will ask the ss to check in pairs their answers. Finally, I will show them the answer key. Ex(g) in this exercise I will ask the ss to listen and answer the questions individually and to check their answers in pairs. Then, I will show them the answer key on the board Ex(h) I will ask the ss " Is Simon stressed? " Yes What advise you think the professor will give him. I will elicit the answers from the ss . I will give them the answer key. Ex(i) This exercise will be the speaking practise in groups. I will divide the class into groups and give them this question " Who is more stressed Louise or Simon?and Why? " written in a paper and they have to open the paper and read the question and each student in the group must say his opinion.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will divide the class into groups and ask the ss to speak about advice they could give to the stressed people.

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